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MEN OF THE BIBLE 




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Men of the Bible 

FOR BOYS' BIBLE 
CLASSES 



By 
W. H. DAVIS 

PTith the advice of 

George Allen Hubbell, A. M., Ph. D. 



TEACHERS' EDITION 



New York 

The International Committee of Young Men*s 

Christian Associations. 

1903 



THE LlLKAJ^r cn 
CONGRESS, I 

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Copyrighted, 1903, 

BY 

The International Committee 

OF 

Young Men's Christian Associations 



1-0-P1872-10-03 



TABLE OF CONTENTS. 



PAGE. 

Preface.. vii. 

Introduction ix. 

Suggestions for the Teacher xi. 

Object xi. 

Method xi. 

Length of the Course .?...-<. .-r. xiii. 

Size of the Class xiii. 

Home Work xiii. 

Suggested Lessons xiv. 

Materials Needed xv. 

Relief Maps xvi. 

Models xvii. 

Exhibit xviii. 

Bible Chemistry Course xviii. 

Committee of Boys xviii. 

Some Observations xix. 

Reviews _ xix. 

Class Program xx. 

Lessons: 

1. Abel 1 

*2. Noah 3 

*3. Abraham 5 

*4. Jacob 8 

*5. Joseph 11 

*6. Moses 14 

*7. Joshua 17 

8. Caleb 21 

9. Gideon 23 

10. Samson 25 

11. Samuel 27 

12. Saul..... 30 

13. Jonathan 32 

*14. David 34 

15. Solomon 37 

*16. Elijah 40 

♦Lessons suggested for a short course. 



vi. Table of Contents. 

PAGE 

17. Elisha 42 

*18. Daniel 44 

19. Jeremiah 46 

20. Ezra 48 

21. Nehemiah 50 

*22. Jesus as a Man 53 

*23. Jesus as a Man (Continued) 55 

*24. Paul : 58 

25. Review 62 

International Examinations 64 



PREFACE. 



This course is now published after a test of five 
years in various Young Men's Christian Associa- 
tions. It was suggested by the making of relief maps 
in public schools and its value has been demon- 
strated in the lives of many boys who have had the 
privilege of studying the Bible in this dramatic way. 

Acknowledgments are made to C. W. Deane, 
Ph. D., J. W. Cook, and Prof. George W. Pease, 
for help and inspiration in the past and to C. T. 
Holm and H. A. Shaw for help in preparing maps 
for publication, also to Prof. G. A. Hubbell, whose 
valuable advice and character sketches have added 
greatly to the course. 

It is hoped that this course may help meet the 
problem of Bible study among boys whether in 
Young Men's Christian Associations or elsewhere. 
— W. H. D. 




Bedford Branch, Brooklyn. 



INTRODUCTION. 



For some years it has been the policy of the In- 
ternational Committee to publish only those courses 
of study which have proved themselves successful by 
use in different fields. "The Men of the Bible" has 
stood this test. Mr. Davis, and a number of other 
secretaries, have taught the course under widely 
varying conditions ; and, with the slight modifica- 
tions necessary to meet local needs, the course has 
been uniformly successful. 

It seems to me that this is true for three reasons: 
First, the boy wants something definite and concrete. 
He is best taught both in knowledge and in charac- 
ter by his seeing the knowledge illustrated or the 
character manifested in some one whose life and 
thought he can study. 

This suggests the second reason, his love of 
biography. Biography affords one of the best means 
of meeting the active instincts of his nature; and a 
course of biography under a competent teacher offers 
him continual inspiration and the added advantage 
of working out for himself a philosophy of life, 
helped by a thoughtful teacher and inspired by some 
of the world's great characters. Men who have met 
life's problems and solved them with a good measure 
of success have been those whose strength of char- 
acter has led to a recognition of their worth and per- 
sonal power. 

The third reason is found in the hand work which 
the course supplies. This work offers fruitful exer- 
cise for the motor instinct, and contributes directly 
both to the accumulation of knowledge and to the 
making of character. No boy can do close, earnest, 
careful, thoughtful work with eye and hand and 
mind without growing in both knowledge and char- 
acter. The variety of exercises here offered, and the 
relation between the parts of the work, afford some- 



Introduction. 



thing for each of the three great types of character. 
The eye-minded are taught to see, to color, to shape ; 
the ear-minded may practice by learning those things 
that will best nourish their thought and life; the 
motor-minded have an opportunity for abundant and 
profitable exercise. This last is the class usually 
most neglected, and the class that in the particular 
stage of development for which this work is in- 
tended is most difficult to hold by the usual form of 
Bible study. — George Allen Hubbell. 



SUGGESTIONS FOR THE TEACHER. 



Object. 

In this course of study boys are expected to be- 
come^ acquaintea with the great characters of the 
Bible, and to discover their manly and heroic quali- 
ties. It is hoped that they will be inspired to noble 
Christian living through the impress of these great 
lives. 

Method. 

Rev. A. B. Patton writes in the Biblical World: 
"The normal child (boy) will have nothing to do 
with the worship (or religion) that is somber or 
sanctimonious." "His development must be along 
the line of activity." "The boy is not a thinker but 
an actor." "Boys must play." "The one way to get 
a boy to work is to let -him play at it." "They will 
do nothing which they cannot fill with imagination 
and romance." "They learn by object lessons. We 
must help them to make God live in the things they 
see." "They must be allowed to take their play- 
things from the nursery to the sanctuary." "Make 
religious symbols so many celestial playthings and 
he can be led to worship with a relish." 

The above quotations express clearly the reasons 
for introducing a method which is objective and 
dramatic. 

The question has often been asked, Do the boys 
like to make maps or do they think it childish? The 
experience of several years in public schools and As- 
sociation Bible classes clearly indicates that the boys, 
even the older boys and young men, do enjoy making 
the maps. It has more than once occurred that they 
have been driven from the class room after two hours 
or more of work. 

It is not intended to study all the details. Only 



Suggestions for the Teacher. 



the most important historic events are selected and 
even then it is not intended to go into minor par- 
ticulars. It is expected that the boys will later in 
life make more careful biographical studies ; there- 
fore, leave something for them to learn next time. 
A public school teacher does not expect the boy in 
the first grades when studying about Washington to 
read several large volumes for information. She 
expects him to learn only the main facts which will 
form the skeleton of his knowledge of Washington 
and enough of the heroic to inspire a desire to learn 
more. That skeleton is essential for further study; 
new facts will be better understood, and new in- 
terest gained as further study is made in advanced 
classes. 

The teacher should feel free to select other events 
than the ones suggested if he thinks they are more 
important and will better meet the needs of his boys. 

President King, of Oberlin, says : "Religious edu- 
cation must be one of objectivity, not as has been 
perhaps most often the case, one of introspection.'* 
Emphasis in these studies is laid on the active, he- 
roic service of the men, or upon their doing some- 
thing, and the boy is given work to do, at home and 
at the class, so that his study will be largely ob- 
jective. 

Subjective religious thought or experience is pur- 
posely avoided as much as possible. Do not empha- 
size such qualities as meekness, gentleness, peace, etc. 
The boys do not appreciate their worth and think 
of them as good only for girls. 

In deciding upon the qualities most important it 
is better to have the boys suggest them, as they se- 
lect those that boys like best. They will interpret 
them from a boy's standpoint. 

The use of models makes the study dramatic. 
They make the study more real and help the boys 
to understand that the Bible characters were like 
other men and had to fight battles just like men of 
to-day. To most boys Bible characters seerti a long 
way off and are perhaps surrounded in their minds 
with a halo, and they are apt to think that such men 
could not help being good when God talked to them 



Suggestions for the Teacher. 



out of the sky. They themselves would be good 
and great if God should speak by an angel to them. 

The chemical experiments of Rev. L. W. Doolan 
are suggested as a help in developing the dramatic 
part of the study. Encourage the boys to bring in the 
models. The teacher might make a set for each les- 
son in advance to give an idea of what is wanted. 
Seek to stimulate originality. 

The combination of the relief map, with its 
painted journey line, and the models, creates in- 
terest, helps to a proper understanding of the his- 
toric facts and leaves a deep impression on the mind. 
It is difficult to describe in words the feelings pro- 
duced. The value of these aids to the Bible study 
is beyond estimate, and a teacher loses much if he 
fails to use them. 

Length of the Course. 

Experience has taught that a boy's interest is not 
held long by one thing and it is, therefore, more 
than likely that about twelve lessons will be better 
than twenty-five. 

In order to have variety and thus hold their in- 
terest, maps may be made every other lesson only, 
or maps made one week and models another. One 
class used this course, making models only, with 
great success. 

The lessons starred in the table of contents form a 
good short course. 

Size of the Class. 

A class of twelve is better than a larger number, 
although more can be accommodated if there is suffi- 
cient room and equipment. It is difficult for the 
teacher when first using the course to handle a 
large number and help all in their map work. With 
a large class the teacher should have one or more 
helpers to coach the boys in making the maps. 

Home Work. 

The course has been prepared with weekly lesson 
sheets for the student's use, which provide daily 



Suggestions for the Teacher. 



work. In some cases it will be necessary to read 
many chapters to cover the entire story, but let it be 
understood that they are to be read rapidly and only 
the chief events noted. This will develop the habit 
of daily Bible reading, as well as the inductive spirit 
of study. If it should be impossible to secure the 
entire home reading of the suggested chapters, they 
can be divided up, giving only one day's work to 
each boy, and- holding him responsible for reading 
that. If it is interesting he may, before he knows it, 
read on in the next chapters, and perhaps cover the 
whole story without having been asked. 

If this lesson is divided among the class it is sug- 
gested that the same reference be given to two boys, 
and thus provide for a recitation in case of the 
absence of one. 

Each boy should have the Bible references and a 
list of models, that he may take them home. He 
should be encouraged to complete there this home 
work. Secure the cooperation of parents so that they 
will read the Bible story with their boy. Perhaps 
a word would induce the boys to meet occasionally 
in each other's homes to make their models together. 

Suggested Lessons. 

President King, of Oberlin, writing of this course, 
says : "I hesitate very much myself to try to deduce 
so many morals from any single study, especially in 
those characters the material for which is rather 
meager. My feeling is that we are likely to be a lit- 
tle truer to the text historically, if we concentrate 
on a comparatively few suggested lessons." These 
lessons are suggested, and are printed for the use of 
the teacher only. A large number have been printed 
simply as suggestions for teachers of widely differing 
judgments, expecting them to discriminate and se- 
lect. In my own experience, I have seldom deduced 
the lesson myself. I have asked the boy reciting to 
suggest the principal lesson' taught, and, as a rule, he 
would suggest one only. Occasionally another boy 
would suggest a lesson which he considered equally 
important. I would put both on the blackboard, per- 



Suggestions for the Teacher. 



haps take a vote upon them. At the close of the 
study we would review the list, voting for the one 
chief lesson to be learned. Then, impressing upon 
the mind the importance of that lesson, the boys 
would go away with one great impression, and that 
the one they had decided upon. That was the lesson 
called forth in review. For instance, whenever Noah 
was mentioned the boys thought of one thing, a man 
who obeyed God." 

Materials Needed (for a class of twelve boys). 

Boards. One dozen mechanical drawing boards. 
Secure such as are sold by stationers, about 20'' x 30''. 
Nail a strip around the edges ^/i" high. Paint the in- 
side of the board to prevent warping, with a blue oil 
paint to represent sea water. 

Pans. One dozen agate-ware pans 12" in diameter 
for holding pulp. 

Tub. One small wooden tub in which to keep 
pulp. 

Brushes. One dozen each Nos. 2 and 10 round 
sable brushes for painting and marking. 

Water Colors. Dry water colors may be secured 
at any paint store. Secure these in bulk and provide 
for each boy, in a small bottle, a quantity of each 
color used. Green for valleys, river beds and fertile 
plains. Red for cities and journey lines. Brown is 
also a good color, and can be used to print the names 
of towns, etc. Dry water colors are recommended, 
as they can be used on wet pulp, so that the map can 
be molded and painted at the same lesson. 

Glass. Glass 6" x 6" will serve as an artist's palette 
for mixing water colors, and can be easily washed. 
Provide twelve pieces, one for each boy. 

Cups. Provide a cup of water for each boy for 
mixing his colors. A china cup is easily washed and 
does not rust; agate-ware is still better. 

Paper Pulp. Maltby's Map Modeling (may be or- 
dered of International Committee) suggests how 
maps may be made of sand, clay, putty, plaster of 
Paris, chalk and pulp. 



Suggestions for the Teacher. 



Pulp can be secured from any paper mill at small 
cost. It will be most satisfactory to secure a suffi- 
cient supply at the start. Straw-board pulp is good, 
as it looks most like earth. An olive green pulp, as 
well as other shades, can be secured from the Crocker 
Manufacturing Company, Holyoke, Mass. The pulp 
can be put back into the tub after each lesson and 
used over and over by adding sufficient water. Do 
not have pulp too dry or too wet; a little experience 
will show the right consistency for quick results. 

Twenty-five pounds of pulp would be sufficient for 
a class of twelve, where the pulp is thrown back each 
week to be used over again. It costs about five or 
six cents a pound, and is more satisfactory than try- 
ing to make it out of old newspapers. 

Pulp can be secured from the following firms : — 

Crocker Manufacturing Company, Holyoke, Mass. 

Cliff Paper Company, Niagara Falls, N. Y. 

Los Angeles Paper Manufacturing Company, Los 

Angeles, Cal. 
Downing Paper Company, Philadelphia, Pa. 
Wheeling Paper Mill, Wheeling, Mo. 
Ellsworth Paper Company, Independence, Kan. 
Richardson Paper Company, Franklin, Ohio.^ 
American Straw Board Company, Dayton, Ohio. 
Rocky Mountain Paper Company, Denver Col. 
Hennepin Paper Company, Little Falls, Minn. 

If these firms should not have colored pulp it can 
be easily made any color desired by the addition of 
a small quantity of diamond dye. 

Alcohol. Have a bottle of alcohol ready to pour 
on fagots, etc., for fires. Provide matches for each 
boy. 

Relief Maps. 

'The Holy Land in Geography and in History," 
by MacCoun. "Map Modeling," by Maltby (Inter- 
national Committee) will give help for map making. 

These two volumes will be of the greatest help to 
the teacher, and he should have them by all means. 



Suggestions for the Teacher. 



Maltby in his book explains the use of paper pulp 
in public schools and many helpful illustrations are 
given. 

Blackboard and wall maps will be of help to the 
boys in giving information of the geography. 
Enough relief maps are inserted to enable the teacher 
to make the others, most of which are simply dupli- 
cates. Sketch maps are given for the other lessons. 

Some boys may spread an even layer of pulp on 
the board, and then stick on other pieces of pulp for 
the mountains. When the w^iole is dry the moun- 
tains may come off. It is better to mold the moun- 
tains and make the whole relief out of the mass of 
pulp. This makes it all solid. 

If at any time repairs are to* be made on a map 
it can be wet, and the necessary work done as if 
it were new. 

The Central School Supply House, 315 Wabash 
Avenue, Chicago, furnish for five cents each three 
relief maps — of Palestine, Sinai Peninsula, and Bible 
Lands. These are suggestive and have been used 
in some classes in HomxC Work by having the boy 
draw in the journey line in ink and locate the his- 
torical places, bringing his map into the class and 
using it as his model. 

Models. 

Each boy should make his own models and bring 
them to the class to put on his map. They can be 
made of wood, cardboard, clay, etc. A sufficient sup- 
ply of pebbles can be kept to provide for altars when 
desired. Use your ingenuity. The boys are most 
alert, and their imaginations will be quickened in 
model making. 



Suggestions for the Teacher. 




Exhibit. 

Make an exhibit each week of the best maps, as it 
stimulates a boy to do his best work, and interests 
other boys and older people also in Bible Study. 

The Bible Chemistry Course. 

By Leonard W. Doolan, Madison, Ind., gives some 
interesting chemical experiments which may be used 
to help make the lessons dramatic. They are very 
suggestive. 

Committee of the Boys. 

A committee of the boys may well be appointed, 
whose duty it would be to have the class room ready, 



Suggestions for the Teacher. 



the material for use distributed on the tables in ad- 
vance to save time ; also to clean up afterwards. 
Some Observations. 

Boys have been known to make their map and have 
it painted in twenty-five minutes. 

Some have had the class unite in making one map 
for exhibition purposes, or for permanent use. Such 
maps had better be made outside of class. 

The cost of materials may seem large at first, but 
it is a permanent investment, and can be used many 
years. It is worth all it costs. One reason the Bible 
study has been so fruitless is because it has been 
too cheap. Nothing has been put into it and, there- 
fore, nothing is obtained from it. Get some friend 
of the boys to contribute the money. 

Take occasional photographs of the boys' work for 
permanent use. 

Save a good map occasionally until a set is secured. 
Also gather a complete set of models. 

Note-books are valuable if the boys will keep them 
neatly. They can do their home work by pasting 
the daily study leaflets in a note-book and by drawing 
maps, etc. 

It has been the testimony of many boys that this 
graphic method of study has so interested them, and 
impressed the facts and truths upon their minds, that 
during the years that have elapsed since they were 
in the boys' class the information has been of real 
value to them. They are surprised at the amount 
of knowledge they secured. 
Reviews. 

Reviews should be frequent and partial. Let them 
occur every few lessons and without previous notice 
to the boys. A little review almost every week 
would be profitable. It is possible by using the re- 
view lesson suggested to make a long list of he- 
roic qualities, and by having them center in Jesus 
Christ make a profound impression. 

If he wishes to do so the teacher can, at the close 
of almost every lesson, in a tactful and skillful sum- 
mary, give an opportunity for the boys to begin the 
Christian life. 



CLASS PROGRAM. 



Each boy should have a map board on a table by himself 
or else on a large table removed far enough from his neighbor 
so as not to interfere. Each should have a full supply of 
pulp, brushes, paint, water, etc., so there will be no moving 
about. 

Each should have a Bible, note paper, pencil, and perhaps 
a chair. 

The teacher should make his model map beforehand and 
place it in plain sight of all the class vSo they can copy it. 

Suggested Program. 

1. Opening prayer by one or two boys. 

2. Roll call by class secretary. (Use International 
Committee Class Record Book.) 

3. Scripture reading. Have some of the lead- 
ing passages in the lesson read aloud, each boy read- 
ing a verse in turn. 

4. Making of maps by boys. (Copy the one made 
by the teacher.) 

5. Recitations. As the map making proceeds call 
for recitations. Put on the blackboard the traits of 
character suggested by the boys. When the recitation 
is completed there will be a summary of the character 
of the hero studied ; there should be an inspiration to 
noble Christian living. Let the teacher drive home 
the most important truths. The teacher can stop 
occasionally between recitations to help the boys 
make their maps. 

6. Closing prayers by boys. 

7. Distribution of lesson leaflets for next lesson. 



MEN OF THE BIBLE. 



LESSON I. ABEL. 



Scripture, Genesis 3: 22 — 4: 15. 

Story. 

Abel was the second son of Adam and Eve and 
was a shepherd. He made an offering to the Lord 
as was probably his habit. His wicked brother be- 
came jealous of him, and murdered him. 



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Daily Readings. 

Gen. 3 : 22—4 : 2, 33 • I3 ; i Sam. 17 : 34-37 ; Psa. 
78 : 71 ; Luke 2:8, 15 : 3-7 ; John 10 : 2-16. 
Who were the parents of Abel? 



Men of the Bible. 



What did they probably teach him? 

What was his occupation? 

What were some of the characteristics of men in 

that occupation? 
What would such an occupation develop in Abel? 

Gen. 4:3, 4 ; Num. 18 : 17 ; Prov. 3 : 9. 
What did he do? Read Ex. 22:29, 23:16, 19; 

Matt. 23:35; I John 3:12, 13; Heb. 11:4. 
What did the offering mean to him? 

Gen. 4: 5-8. 
What happened to him? 

What traits of Abel's character do you think the 
best and the most worthy of imitation in 
your own life? 
Come prepared to tell the story of Abel's life. 

Place. 
Outside of Eden. 

Suggested Models. 

These are to be made and placed on relief map. 
Garden enclosed by a fence made of cardboard, 
sheep, shepherd's crook, tent, altar of stones, bundle 
of fagots, grave, blood spots made of ink. If you 
think of other models make them. 

Suggested Lessons. 

Health, strength, courage, kindness, industry, wor- 
ship, prayer, praise, love of God, faith, a martyr for 
righteousness. 

Character Sketch. 

"Abel was a strong, healthy young shepherd, kind 
of heart, industrious, faithful, true. He had probably 
been taught by his father the kind of sacrifice and 
the spirit in which it should be offered. He brought 
to the Lord the first and best things that he had. His 
life seems to have been ready, strong, and obedient. 
He was righteous, but, like many another righteous 



II 



Men of the Bible. 



man, he suffered from the anger of his brother. It 
is likely that in a blind rage, Cain fell upon his 
brother to beat him, and was surprised and pained 
beyond measure when he found that his brother was 
dead. But we have to do with Abel. His devotion 
to duty and his faithfulness to the teachings of his 
father resulted in making his name important, and 
gave him a glory in his death which is still unclouded. 
Abel, the first martyr, is a fine example of apparent 
loss which turns out to be permanent gain." — G. A. H. 



LESSON IL NOAH. 



Scripture, Genesis 6 — 9; Hebrews 11: 7. 

Story. 

Noah because of his character was selected by God 
to perpetuate the race. Receiving the command to 
build the ark he did as told, and with his family and 
with animals of every kind he entered the ark and 




Men of the Bible. 



survived the flood. There are several references to 
his character as a good man, and we must admirfe 
his obedience in the great work committed to him. 
He is the first great man after Abel. 

Daily Readings. 

I St Day. Gen. 6:9. (See marginal reading in Bi- 
ble.) 
Who was Noah? 
What kind of a man is he said to have been? 

2d Day. Gen. 6: 10-22. 

What was the condition of the world? 
What did God command him to do? 

3d Day. Gen. 7. 

What happened to the world? 

What did Noah do? 

How long were they in the ark? 

4th Day. Gen. 8. 

What did Noah do after the flood was over? ' 
5th Day. Gen. 9: 1-17. 

What did God promise Noah? 
6th Day. Gen. 9 : 18-29. 

What occupation did Noah take up?. 

What happened? 

7th Day. Heb. 11 : 7. 

Why was Noah saved and all the rest lost? 
What traits of Noah^s character do you think 

the best and the most worthy of imitation in 

your own life? 

Place. 

Mt. Ararat. 

Suggested Models. 

Whittle out an ark in wood; altar of pebbles with 
fagots to burn on it; fence of cardboard to put 
around a field. If you think of other models make 
them. 



Men of the Bible. 



Suggested Lessons. 

Honest, faithful, obedient, patient — the ark many 
years in building, fearless, not affected by ridicule ; 
the duty of every Christian man to help make the 
world better, the weakness of man in falling into sin, 
the destructiveness of sin, faith the way of salvation ; 
worship, prayer, praise. 

Character Sketch. 

"Noah stood as one faithful man among a whole 
generation of faithless ones. He was a mighty 
builder, a man of large hopes, large plans, and large 
accomplishments. He was honest, patient, obedient, 
and faithful. Though surrounded by sin, he lived a 
strong, true life, doing patiently and steadily what 
he believed to be right. He not only did right him- 
self, but preached righteousness to others; and so 
great was his faith in God that for more than a hun- 
dred years he toiled to build an ark that he might be 
prepared in the hour of need; that he might be 
ready to avail himself of the promises of Jehovah, 
and obey His commands. Noah appeals to our minds 
by his honesty, his great faith, his looking into the 
mighty future. If he were living in our day he 
would be concerned with the mightiest enterprises of 
the time, and all that he did would contribute to the 
good of his fellow men." — G. A. H. 



LESSON III. ABRAHAM. 



Scripture, Genesis 12 — 25: 10; Acts 7: 2-4. 

Story. 

Over in Ur among idolaters, God found a young 
man who was probably seeking to know and to do 
the will of the true God. On account of his charac- 



Men of the Bible. 



ter, God called him to become the father of the Jew- 
ish race. He left his home and relatives and went 
to Palestine, to him an unknown land. There he 
wandered as a shepherd without ever actually com- 
ing to possess the land as his own. He visited 
Egypt, divided the land with Lot, rescued Lot, ruled 
his tribe, offered his only son. He constantly wor- 
shiped God at altars. He died 3n old man and was 
buried in a cave which he had purchased, the only 
land he could really call his own. 







Daily Readings. 



ist Day. Gen. 12 ; Acts 7 : 2-4. 
Who was Abraham? 
Where was his early home? 
What did God tell him to do? 
To what place did he emigrate? 
What did he do at Shechem and Bethel? 
Where did he go on account of the famine? 



Men of the Bible. 



2d Day. Gen. 13. 

After returning from Egypt where did he go and 
what did he do? 

3d Day. Gen. 14. 

What. battle did he fight and for what reason? 
What did he do with the spoil ? 

4th Day. Gen. 18. 
Who visited him? 
What did he ask them? 

5th Day. Gen. 19. 

Was his prayer answered? 
6th Day. Gen. 22. 

What did God ask him to do? 

Was it an easy thing to do? 

Did he do it? 

7th Day. Gen. 25 : 7-10. 
Where was he buried? 
What traits of Abraham's character do you think 

the best and the most worthy of imitation in 

your own life? - 

Places. 

Ur, Haran, Shechem, Bethel, Egypt, Hebron, 
Damascus, Salem, Sodom, Moriah, Jerusalem, Beer^ 
sheba, Machpelah. 

Suggested Models. 

Four altars of stones, with fagots, tents, battle 
flag — use wooden toothpick for staff — penny, city 
with walls and houses made of cardboard, tomb. 
(Cave made in pulp map.) 

Suggested Lessons. 

Obedience (Heb. 11:9), courage, our lives for 
others, worship, prayer, lack of faith, generosity, 
unselfishness, physical training (ver. 14), benevolence 
(systematic), communion (Hebron means com- 



Men of the Bible. 



munion), prayer for others, God punishes for sin, 
faith, faithful to the end. 

Character Sketch. 

"Abraham, called 'The friend of God' and Tather 
of the Faithful,' was born about two thousand years 
before Christ. His is one of the finest and noblest 
characters in history. It is marked by reverence and 
an unswerving faith in God. Added to this, he had 
strong common sense and great shrewdness, a large 
knowledge of the world, business skill and insight, 
self-possession, meekness and patience. He loved 
his home, and was always ready to sacrifice himself 
for the good of others. His generosity and noble- 
ness give that elevation and poise to his character 
which appeal to the very best instincts of a boy's 
heart. He sought to be rather than to seem, and 
made himself worthy of honor rather than struggled 
to obtain it."— G. A. H. 



LESSON IV. JACOB. 



Scripture, Genesis 25: 19-34; 27—35; 45: 25. 

Story. 

Jacob, a twin brother of Esau, son of Isaac and 
Rebekah, grew up a shepherd, while his brother be- 
came a hunter and a sort of cowboy. Jacob, by a 
shrewd trick, stole his brother's birthright and ob- 
tained his father's blessing, which was practically 
the appointment to be his successor as the head of 
the tribe. To escape, from his angry brother Jacob 
fled to his uncle Laban, for whom he worked as a 
shepherd for twenty years, and where he married 
Leah and Rachel. Laban deceived him, and Jacob, 
finally getting the best of him, ran away with all his 



Men of the Bible. 



personal possessions. On his way to his old home 
an angel wrestled with him and he passed through 
a great religious experience. He was welcomed 
back by his brother and settled in the old pastures. 
He spent his last days in Egypt, where he died. 




Daily Readings. 

1st Day. Gen. 25: 19-34; Heb. 12: 16. 
Who were his father and mother? 
How many brothers did he have? 
In what occupation did he grow up? 



10 Men of the Bible. 

How would his occupation influence his character? 
How did he treat his brother? 

2d Day. Gen. 27. 

What trick did he play on his brother, and why? 
3d Day. Gen. 28. 

What was he obliged to do? 

What happened to him on the way? 

4th Day. Gen. 29, 30 : 25-43. 

Where did he go to live and how long did he stay? 
What happened to him there? 

5th Day. Gen. 31, 32. 
How did he get away? 
What happened to him on the way home? 
Did any change take place in his character? 

6th Day. Gen. 33, 35:i-i5, 27. 

How did his brother welcome him back? 

What places did he visit and what did he do there? 

7th Day. Gen. 45:25-28, 46:1-7, 49:28—50:13. 
How did he spend his old age, and where? 
What traits of Jacob's character do you think the 

best and the most worthy of imitation in your 

own life? 
What mistakes did he make that you should avoid? 

Places. 

Beersheba, Bethel, Haran, Galeed, Mizpah, Peniel, 
Brook Jabbok, Shechem, Mamre. 

Suggested Models. 

Tents, two shepherd's crooks, eight or ten red 
beans (dip beans in red ink), bow and arrows in 
quiver, ladder, stones for pillow, sheep, heap of 
stones, well, three altars with fagots, cane. 

Suggested Lessons. 

Esau — careless, pleasure seeking, despising his 
birthright, which he sold; Jacob — healthy, strong. 



Men of the Bible. 



thoughtful of the future, but gaining his point by de- 
ceit, being later deceived by one smarter than himself; 
repentance, self-surrender, confession. 

Character Sketch. 

"Jacob had the strength of soul, knowledge and 
enterprise of Abraham, but lacked his supreme faith 
in God and the sterling integrity and kindness which 
marked his great ancestor. He was a wilful, head- 
strong boy, and the harsh experiences of life had to 
teach him many lessons. He robbed his brother of 
his birthright, and gained by deceit and cunning many 
a temporary advantage, but his life of dishonor could 
not bring him permanent advancement. At last he 
came to himself; he wrestled a whole night with an 
angel, and then surrendered himself to God. But 
after his consecration to God he still had to bear the 
burden of the sins of his youth, and there still rested 
upon his character the stain of deceit. The discipline 
of years wrought a great change in Jacob's character, 
and in his later life there came to him blessings and 
honor, because by pain, sorrow and punishment he 
had been turned from the deceit with Avhich he be- 
gan."— G. A. H. 



LESSON V. JOSEPH. 

Scripture, Genesis 37 — 50. 

Story. 

Joseph was the first son of Jacob's favorite wife 
Rachel, and the one whom Jacob, his father, in- 
tended to make his successor as head of the tribe. 
He probably early recognized the plan of his father 
for his life, and because of his ambition, and per- 
haps pride, provoked the jealousy of his brothers, 
who sold him to the traders, who in turn sold him 



Men of the Bible. 



to Potiphar, in Egypt. There his ability and worth 
were recognized, but because he resisted the wicked 
and influential wife of Potiphar he was thrown into 
prison. There he did his work faithfully until called 
before King Pharaoh, for whom, by God's help, he 
explained the king's dreams, which led to his ap- 
pointment to be the chief ruler in the country. 
While ruler he was able to save the lives of his 
brethren and his father. He was great in ability, 
in wisdom, in character. He died in Egypt. 




Daily Readings. 
1st Day. Gen. 2)7- 

Where did Joseph live as a boy? 

What was his occupation? 

What dream did he have? 

What did his brothers do to him? 
2d Day. Gen. 39. 

How did he fare in Egypt? 



Men of the Bible. 13 

3d Day. Gen. 40. 

What kind of a man was he in prison? 
What service did he render there? 

4th Day. Gen. 41, 42. 

How did he get out of prison? 

To what position was he appointed by the king? 

Who came to him for help? 

5th Day. Gen. 43, 44. 

How did he treat his brothers? 
6th Day. Gen. 45. 

What was the outcome of his brother's visit? 
7th Day. Gen. 46:5-7, 47:11, 12, 50:22-26. 

How was his family saved? 

How did he spend his last years? 

What traits of Joseph's character do you think 
the best and the most worthy of imitation in 
your own life? 

Places. 
Hebron, Shechem, Dothan, Egypt, Goshen. 

Suggested Models. 

Two shepherd's crooks, sheep, sheaves of grain, 
well, pyramids, prison, granaries, bags of wheat, cup, 
wagons. 




14 Men of the Bible. 

Suggested Lessons. 

A father's partiality engenders envy and hatred, 
dreams,^ God brings good out of evil ; filial and busi- 
ness faithfulness, promotion, victory over sin, dis- 
cipline through troubles, wisdom, power, forgiveness, 
tender-heartedness, God's far-reaching care. 

Character Sketch. 

"Joseph, son of a prince, was bold, frank, true, 
courageous, sometimes boastful, learning his lessons 
patiently and faithfully. He was sold into slavery, 
served steadily, patiently, and earnestly. Step by step 
he rose to favor ; planned for the safety of the people 
who had kept him in bondage. He rose to be prime 
minister, head of the affairs of state, reproved and in- 
structed his brethren, sent for his aged father, estab- 
lished his people in the land of Egypt, lived like a 
hero, planned like a philosopher, behaved like a gen- 
tleman, succeeded like a conqueror. And the secret? 
God was with him." — G. A. H. 



LESSON VI. MOSES. 



Scripture, Exodus to Deuteronomy 34. 

Story. 

Moses was a Jew, born in Egypt. By a wonderful 
providence his life was preserved, and he grew up 
in the home and under the protection of Pharaoh's 
daughter, where he received a fine education in 
literature, law, politics, war, and religion. 

Moved with patriotic feelings for his countrymen 
in slavery, he attempted to rescue one of them. He 
was obliged to flee from the king, and spent forty 
years in the wilderness of Sinai as a shepherd, where 
he became familiar with the geography of the ccun- 



Men of the Bible. 



15 



try, and probably had time to think and study. 
While here God called him to lead his people out of 
bondage. He went to Egypt and after pleading 
many times with the king was able to lead his peo- 
ple out of the country. They journeyed to Mount 
Sinai, where the law was given and the national 
worship and civil laws were established. Because 
of their refusal to enter the promised land they 
were driven back to wander forty years in the wil- 
derness. Moses was their leader and judge, and 
finally led them to the country east of the Jordan, 
where he died. He was buried in the mountains, his 
grave being unknown. 




IP^.^'Css ^Vx ' 



#^ 






Daily Readings. 

ist Day. Ex. 2. 

How was Moses while a baby saved from death? 

Where did he grow up? 

Where did he get his education? 

What did he attempt to do for his people? 

To what land did he flee and what did he do there ? 



i6 Men of the Bible. 

2d Day. Ex. 3. 
What wonderful experience did he have on the 
mountain ? 

3d Day. Ex. 7. 

What wonderful experiences did he have before the 
king ? 

4th Day. Ex. 12, 13 : 17-22, 14. 

What wonderful deliverance came to the people? 
How were they saved? 

5th Day. Ex. 16, 17:5-7. 

How were they provided with food and water? 
6th Day. Ex. 19. 

What happened at Mount Sinai? 

7th Day. Glance hastily over the rest of Exodus 
and Numbers; Deut. 34. 
Where did Moses die ? 
Where was he buried? 

What traits of Moses' character do you think the 
best and the most worthy of imitation in your 
own life? 

Places. 

Egypt on Nile, Midian, Egypt, Wilderness of Sinai, 
Mt. Nebo. 

Suggested Models. 

Basket, shepherd's staff, bush made of asbestos, 
rod, house with blood stains on door posts, flaked 
tapioca for manna, rock painted, showing water run- 
ning out of it, tables of stone, ark, candlestick, table 
of shewbread, altar with incense, cane. 

Suggested Lessons. 

A mother's love and God's providence, in training 
for service, God's call to active service, God's power; 
He delivers, protects, provides; God's leadership, 
talking with God, God's law given. 



Men of the Bible. 17 

Character Sketch. 

"Moses has a wonderful history. A baby boy in the 
basket of bulrushes — he was rescued, educated in all 
the learning of the Egyptians, mastering all the hard 
lessons and seeking out the whole equipment of that 
line which would make him able to do the great work 
which he was later called upon to carry out. Where 
can we find a life which appeals to us more strongly? 
His character was large in every way ; he was a man 
of great faith, even Abraham, 'Father of the Faithful,' 
had not greater confidence in God. He v/as a man of 
meekness, esteeming others before himself. The 
riches which he sought were those which were to 
abide forever. The life which he wanted to live was 
the life which would make his people better. Moses 
knew God and man. He went up into the mountain 
and communed with the Lord in his unmeasured 
glory until the skin of his face shone with brightness 
which the people could not look upon. He had such 
insight into the character of man that he provided a 
series of laws by which a nation of slaves grew into 
a larger life and became in reality men. He was such 
a ruler as can be found only now and then in history. 
The patience, meekness, power, resourcefulness, his 
faith in God, the unselfishness and nobleness of his 
character appeal to us from every side." — G. A. H. 



LESSON VIT. TOSHUA. 



Scripture, Joshua. 

Story. 

Joshua was a young man in Egypt when Moses 
led the people out of bondage. He became a gen- 
eral under Moses. He was one of the twelve spies. 
He was appointed by Moses as his successor and 
led the people across the Jordan into the promised 
land, where camp was established. For about seven 



i8 



Men of the Bible. 



years he led the army in its conquest of the land. 
He made a brilliant campaign, through the center of 
the country, and captured the southern cities, and 
later in another brilliant maneuver defeated the 
united armies in the north. He divided the land 
among the twelve tribes and encouraged them to go 
on with their conquest and cultivation of the land. 
He tried to keep the people loyal to God. He died 
an old man, and was buried in the city he had chosen 
as his own. 




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si/yie^iv 



Men of the Bible. 19 



Daily Readings. 

ist Day. Ex. 17:9, 10; Num. 13:8, 16, 14:6-10, 2i7y 
Z^\ Josh. I. 
What important service did Joshua do for Moses 

as a young man? 
To what position was he appointed? 
What were the conditions stated for his success? 

2d Day. Josh. 3, 4, 5. 

How did he enter the promised land? 
What vision did he have? 

3d Day. Josh. 6. 

What was the first city captured? In what man- 
ner? 

4th Day. Josh. 7, 8. 

Where and why was the .first defeat? 
What wonderful event took place in the moun- 
tains? 

5th Day. Josh. 10. 
What was Joshua's rfirst great campaign? 
What did he accomplish by it ? 

6th Day. Josh. 11. 

What was his second great campaign? 
What did he accomplish by it? 

7th Day. Josh. 13-17, 18: i, 24. 

After the wars what did Joshua do for the peo- 
ple? ^ 

What was his farewell ? 

What traits of Joshua's character do you think 
the best and the most worthy of imitation in 
your own life? 

Places. 

Kadesh-barnea, East of Jordan, Jordan, Gilgal, 
Jericho, Ai, Mts. Ebal and Gerizim, Gibeon, Mak- 



20 Men of the Bible. 

kedah, Lebanah, Lachish, Eglon, Hebron, Debir, 
Merom, Shiloh, Shechem. 

Suggested Models. 

Shield, spear, book of the law, pile of stones, tents, 
sword, eight walled cities to set on fire, battle flags, 
altar with fagots, cave with stone for a door, 
chariots to burn, oak trees and stone. 



Suggested Lessons. 

Courage, physical training, health, strength, 
honesty, Bible study, obedience, confession of sin, 
preparation for service, prayer, energy, generalship, 
loyalty to house of worship, faithfulness to God to 
the end, fearlessness of others. 



Character Sketch. 

"Moses, for forty years the leader of Israel, has 
been taken away, and the time of preparation has 
passed. The wandering mob of slaves has become a 
nation with civil and religious laws. It is now pre- 
pared to enter the promised land. The new leader 
must be a man of power, must be one equipped for 
his work; such a one is found in Joshua. As Noah 
was a mighty builder, Joshua is a mighty commander. 
He has been the friend of Moses, his faithful, hon- 
ored, and trusted helper in battle and leadership. 
He is a man of fine health, of superb physical courage, 
of untiring patience, of industry, of insight, of great 
faith in God, and great knowledge of men. He is 
one of the heroic characters of the Old Testament. 
He trusted the promises and carried out in every 
phase of his life the commandment of God: — 

" *Be strong and of good courage ; be not afraid, 
neither be thou dismayed ; for the Lord thy God is 
with thee whithersoever thou goest.' " — G. A. H. 



Men of the Bible. 21 



LESSON VIII. CALEB. 



Scripture, Numbers 13, 14, 26, 32; Joshua 14, 15, 
20, 21. 

Story. 

Caleb was born in Egypt and came out with 
Moses from bondage. He was sent as one of the 
twelve spies, and brought back a good report of the 
land. He tried to persuade the people to go up and 
possess it. He was permitted to live to enter the 
land, his strength being preserved in a remarkable 
manner. He fought with the army of conquest, and 
was able to win for himself one of the cities most 
difficult to capture. His last days were spent at this 
city which he gladly contributed for the use of the 
nation. 

Da FLY Readings. 

1st Day. Num. 13, 14: i-io. 
To what tribe did Caleb belong? 
Where was he born? 
What service did he do for Moses? 
What kind of a spy was he? 

2d Day. Num. 14 : 24-30. 

What promise was made Caleb? 
3d Day. Num. 26:63-65, 32:10-13; Deut. 1:28-36. 

What was Caleb's reward for faithfulness? 
4th Day. Josh. 14:6-15. 

What part of the country was given him for his 
possession? 

5th Day. Josh. 15 : 13-19- 
How did he capture Hebron? 
What incident happened in connection with the 



Men of the Bible. 



capture of the city which showed his great 

heart? 

6th Day. Josh. 20. 

What public benefaction did Caleb give? 
7th Day. Josh. 21 : 1-3, 8-13. 
What other gift did he make? 
What traits of Caleb's character do you think the 
best and the most worthy of imitation in your 
own life? 

Places. 
Egypt, Kadesh-barnea, Judah, Jordan, Hebron. 

Suggested Models. 

Bunch of grapes hung on long stick, walled city, 
swords, spears, cave, vineyards. 

Suggested Lessons. 

Strength, health, courage, faith, consecration, obe- 
dience, generosity, unselfishness, loyalty to the 
"church." 

Character Sketch. 

"Caleb was one of the few heroes of the journey out 
of Egypt. He was a man of great faith, obedience, 
and patriotism. He had strength, health, courage, 
and consecration. He was generous, unselfish, and 
loyal to the children of Israel, to Moses his com- 
mander, and to God his King. He was a man of 
bold spirit, for he was sent to spy out the land. He 
was strong, for none but the strong were selected for 
this work. He was hopeful, for with Joshua he made 
a good report. He was confident, yet had the spirit 
of victory. His faith was unwavering, for he en- 
dured through all the years of travel, trial, and war- 
fare, and at last entered into the promised land in 
triumph. Brave, noble, loyal Caleb. A man with a 
body, a heart, and a brain. One who kindles the 
spirit of manhood in the bounding heart of every 
boy."— G. A. H. 



Men of the Bible. 23 



LESSON IX. GIDEON. 



Scripture, Judges 6: 7, 8. 

Story. 

Gideon was a farmer's son. In the midst of the 
sad times into which his nation had fallen he was 
called of God to lead an army to drive the invaders 
out of the land. With his three hundred faithful sol- 
diers he chased the enemy across the Jordan and 
won a great victory. He refused to be made king, 
and returned to his old home, where he died. 

Daily Readings. 

ist Day. Judges 6:1-12. 

Where did Gideon spend his early life? 
2d Day. Judges 6: iT-24. 

What call did he receive? 

What did he build ?„ 
3d Day. Judges 6 : 25-32. 

What did he do to the altar to Baal? 

What did he put in place of it? 

4th Day. Judges 6 : 33-40. 
What call did he make to the people? 
How did he make sure of his call? 

5th Day. Judges 7. 

What battle did he fight, and how did he win it? 
6th Day. Judges 8: 1-21. 

What did he do to traitors? 
7th Day. Judges 8 : 22-35. 

What office was offered him? 

What mistake did he make? 

What traits of Gideon's character do you think the 
best and the most worthy of imitation in your 
own life? 



24 Men of the Bible. 



Places. 

Ophrah, Mt. Gilead, Abel-meholah, Jordan, Suc- 
coth, Penuel, Karkor. 

Suggested Models. 

Wheat, mountain with caves, angel, two altars 
with fagots, trumpet, fleece (piece of wool), swords, 
spears, trumpets, torches, tower, jewelry, cave for 
tomb. 

Suggested Lessons. 

Strength, industry, shrewdness, humility, courage, 
devotion, patriotism, caution, faith, justice, life-long 
faithfulness. 

Character Sketch. 

"Gideon was a great leader. He had a right begin- 
ning; his life was simple and strong and true. Little 
by little the vision of his life work came to him, and 
as the way opened, he entered into larger things. 
He not only set the people free, but he undertook to 
establish the worship of Jehovah. He was not will- 
ing that he or his son should reign over the people, 
but God alone ; however, the height to which he led 
them and the demands which he would impose re- 
quired an excellence to which they could not reach. 
Gideon himself had planned nobler things than he 
was able to accomplish, and in his later life the very 
agencies by which he had sought to preserve the 
worship of Jehovah provided the means of leading 
the people away from God. Many a man plans well, 
but ends by setting into operation those things which 
defeat the best plans of his earlier life. The dew of 
morning dries away and leaves the parched foliage 
before the noon of life. But discount his work as we 
must do, we honor him for his heroism, for his reso- 
lution, for the testings and siftings which he gave 
to the people. In his judgeship he was righteous, 
and even in his wars his efforts made for peace. 
Long may his memory be honored, Gideon, the 'de- 
liverer of Israel and the judge of her sons!" — 
G. A. H. 



Men of the Bible. 25 



LESSON X. SAMSON. 



Scripture, Judges 13 — 16. 

Story. 

Samson was born of godly parents who brought 
him up on temperance principles. He became mixed 
up with the Philistines through his friendships and 
love for certain women in their country. He 
escaped from them by wonderful exhibitions of phy- 
sical strength, but at last, through his friendship 
with a bad woman, he was captured and put in 
prison, where in blindness he toiled for years. Re- 
leased, he used his strength for the destruction of a 
temple, which crushed out his own life as well as 
the lives of his enemies. 

Datly Readings. 

ist Day. Judges 13. _ 

What kind of training did the boy Samson have 
in his home? 

2d Day. Judges 14 ; Deut. 7 : 2-4. 

Whom did he marry, and what followed? 
What great feat did he perform? 

3d Day. Judges 15. 

What wonderful deeds did he perform? 
4th Day. Judges 16 : 1-3. 

What did he do at Gaza? 
5th Day. Judges 16:4-21. 

What friendship did he make, and what was the 
result of it? 

6th Day. Judges 16:22-31. 

What did the people make him do? 
What did he do to the people? 



26 Men of the Bible. 

7th Day. Judges 16:31. 
How long did he judge the people, and what is 

said about his rule? 
What traits of Samson's character do you think 

the best and the most worthy of imitation in 

your own life? 
What mistakes did he make that you should 

avoid ? 

Places. 

Zorah in Dan, Timnath, Etam, Lehi, Gaza, Valley 
Sorek, between Zorah and Eshtaol. 

Suggested Models. 

Two rocks (fire on one), foxes, grain, two gates, 
prison, temple with pillars of wooden blocks, tomb 
or cave. 

Suggested Lessons. 

Health, strength, temperance, disobedience to God's 
command, courage, an opportunity to reform, weak- 
ness and sorrow a result of sin, toil. 

Character Sketch. 

"There is a striking resemblance between the char- 
acter of Samson and that of Saul. The general char- 
acter of life was the same. Both began in humility 
and temperance. Both waxed strong. With their 
growth in strength and authority they forgot God, 
and went into sin. Both suffered severely. 

"Samson was a child of promise, born of godly 
parents in answer to prayer. He grew strong, was 
pledged to a life of temperance, and gained all the 
vigor and glow of a youth which comes from right 
living. In the very hour of hope and promise, and 
vigorous young manhood, he fell in love with a 
Plilllstinc woman, and made her his wife. She art- 
fully led him step by step into evil, until he became a 



Men of the Bible. 27 

very slave to her will ; and even after he knew she 
was planning his ruin, he allowed himself to be led 
into any trap which she might wish to set for him. 
He thought that his physical strength and courage 
would make him equaj ^o all demands, but sin led to 
weakness and to sorrow. Then came the prison 
house, and the sightless old man was grinding at the 
mill. His old age was full of sorrow and of toil. 

'Tn his weakness and blindness, he learned anew 
the lesson of prayer. Slowly he came back to God. 
In the hour of his death he raised his heart in prayer, 
and gained a strength that made him a mightier war- 
rior than he had ever been before. The story of his 
whole life is this : Strong in body, but weak in soul." 
— G. A. H. 



LESSON XL SAMUEL. 



Scripture, i Samuel i — 25. 

Story. 

Samuel, as a boy, was dedicated by his parents to 
the Lord and grew up in the tabernacle under Eli, 
the priest. He received a good education and be- 
came a great prophet. He made regular trips over 
the country instructing the people in the law, and 
tried to keep them true to God and his worship. 

Against his convictions, he was led to appoint a 
king to satisfy the demands of the people for a tem- 
poral ruler like the other nations. He tried to keep 
Saul, the king, true to God, but failed. He anointed 
David as Saul's successor and retired to his home, 
where he died an old man, disappointed in the peo- 
ple, but by the people greatly loved. 



28 



Men of the Bible. 



w 



T 





Daily Readings. 

1st Day. I Sam. i, 2, 3: 3, 15. 

What sort of parents did Samuel have? 
Where did he spend his boyhood? 
What kind of an education did he receive? 
2d Day. i Sam. 3. 

What wonderful experience did he have? 
How did the people regard him? 
3d Day. I Sam. 7. 
What did he do for the people? 

4th Day. I Sam. 8:6-22, 9:15-10, 10:17-25, 11: 
12 — 12 : 25. 

What did the people ask him to do? 
What did he do with their request? 
Whom did he appoint king? 
What tribute did the people pay Samuel? 
5th Day. I Sam. 13 : 8 — 15 : 15. 
What did he do to Saul? 



Men of the Bible. 29 

6th Day. i Sam. 16, 19: 18-24. 
What did he do to David? 

7th Day. I Sam. 25 : i ; Psa. 99: 6; Jer. 15 : i. 
What did the people think of Samuel? 
What traits of Samuel's character do you think 

the best and the most worthy of imitation in 

your own life? 

Places. 
Ramah, Shiloh, Mizpeh, Bethel, Gilgal, Bethlehem. 

Suggested Models. 

Tent for tabernacle, coat, scroll or book to repre- 
sent the law, monument of stone, two bottles of oil, 
book, crown, altar with fagots, cave for tomb. 

Suggested Lessons. 

Godly parents a blessing, Bible study, education, 
prayer, patriotism, unselfishness, loyalty to God, 
honesty and faithfulness as judge, courage, loyalty to 
duty, sorrow for sin. 

Character Sketch. 

"Samuel is one of the most pleasing types of early 
piety. A mother with simple-hearted faith gives her 
son to God, and arranges to have him trained up to 
holy works amid sacred surroundings. He is reverent 
and faithful and becomes a judge and prophet of 
Jehovah. He was a man of large views, great meek- 
ness, patience, and forbearance. Though practically 
rejected by his people who demanded a king, he 
prayed to God that they might be spared the penalties 
which their course of action would bring upon them. 
He devoted his life steadily to the highest good of 
the people, whom he had loved always, and for 
whom he was alwaj^-s glad to labor. Happy is the 
man who, like Samuel, is both patriotic and godly !" — 
G. A. H. 



30 Men of the Bible. 



LESSON XII. SAUL. 



Scripture, i Samuel 9 — 31. 

Story. 

Saul was a Benjamite, and grew up a tall and 
princely appearing man. He worked on his father's 
farm and while at work was anointed to be the first 
king of the nation. He modestly accepted his ap- 
pointment, and fought several battles to drive out 
the invaders of his country. With the increase of 
royal power and wealth he lost his character. He 
became jealous of David and tried many times to 
kill him. In a battle with the Philistines he was 
defeated, and in disgrace committed suicide; a ruined 
life. 

Daily Readings. 

1st Day. I Sam. 9; 2 Sam. 1:23. 
Of what tribe was Saul? 
What was his occupation as a young man? 
How did he become acquainted with Samuel? 

2d Day. i Sam. 10, 15:17, 11; 2 Sam. 1:24. 
Who appointed him king? 
How did he accept the honor? 
How did he open his reign as king? 

3d Day. I Sam. 13, 14. 

What hasty action did he make? 
What other rash act did he do? 

4th Day. I Sam. 15, 16:14-23. 
What failure did he make? 
What were the results of his mistakes? 

5Lh Day. i Sam. 18, 20:30-34, 22:6-19. 
How did he act towards David? 
What did he do to David's friends? 



I 



Men of the Bible. 31 

6th Day. i Sam. 23 : 7-24, 26. 

What did he try to do to David? 
How did David treat him? 

7th Day. I Sam. 28. 

How did he end his life? 

What traits of Saul's character do you think 

the best and the most worthy of imitation in 

your own life? 
What mistakes did he make that you should avoid ? 

Places. 

Gibeah, Ramah, Mizpeh, Jabesh-gilead, Gilgal, 
Michmash to Aijalon, Telaim, Havilah, En-gedi, 
Wilderness of Ziph, Mt. Gilboa, Jabesh. 

Suggested Models. 

Horses, two crowns, spears, swords, tabernacle, 
two altars with fagots, harp, javelin, cave, bottle of 
water. 

Suggested Lessons. 

Modesty, courage, patriotism, shrewdness, wisdom, 
rashness, lack of faith, thanksgiving, disobedience, 
selfishness, weakened manhood because of sin, jeal- 
ousy, hate, passion, murder in heart and in fact, brief 
repentance, fear, remorse. 

Character Sketch. 

"There are two strikingly different periods in the 
life of Saul. In his youth he was patient, kind, brave, 
humble, and generous. He was devoted to the cause 
of God, and did his best to rule the people wisely. 
He entered upon his untried office with highly favor- 
able conditions, but his heart was not steadfastly 
fixed on God, and. little by little he came to neglect 
his religious duties, and to consult his own wishes, 
until he could no longer hear the voice of conscience. 
The message of God came to him often, but he treated 
it with little consideration; then he was plunged into 



32 Men of the Bible. 

miserable despair. His religion, which now lacked 
depth and sincerity, was no support to him in a great 
mental crisis, and he turned to foolish and supersti- 
tious ways. Saul's people, including David, did all 
they could to restore him to his right mind. He 
grew cruel, gloomy, tyrannical, lost his old heroic 
spirit, felt himself doomed to failure, and died on 
Mount Gilboa, fighting with the energy of despair. 
His life is one of the great tragedies of the Bible. 
A man with superb opportunities and fine endow- 
ments took sin into his life, and found to his cost 
that it had not only put the forces of God against 
him, but that it had robbed him of all the old heroic 
spirit which made him victorious. The title for Saul's 
life might well be, a record of abused opportuni- 
ties."— G. A. H. 



LESSON XIIL JONATHAN. 



Scripture, i Samuel 13, 14, 18, 19, 20, 23, 31. 

Story. 

Jonathan was a prince and early fought in the bat- 
tles of his father Saul, the king. He became a firm 
friend of David, and instead of being jealous when 
he learned it was God's plan that David should be- 
come Saul's successor rather than himself, he did 
all he could to help David and thereby showed his 
desire to have God's will done. He died in battle 
a hero's death. 

Daily Readings. 

ist Day. I Sam. 14: 49; 2 Sam. i : 23, 25; 13. 
How was Jonathan's early life spent? 
What sort of training did he have? 
What position of leadership did he hold and with 
what success? 



II 



Men of the Bible. 33 

2d Day. i Sam. 14. 

What remarkable feat did he perform? 
How was his life saved? 

3d Day. I Sam. 18. 

What great friendship did he form? 
4th Day. I Sam. 19. 

What did he do for his friend? 
5th Day. I Sam. 20. 

What did he further do for his friend? 
6th Day. i Sam. 23: 16-18. 

What did he do at his last interview with David? 
/th Day. i Sam. 31; 2 Sam. i:ii, 12, 17-27. 

How did he meet his death? 

What did his friend David think of him? 

What traits of Jonathan's character do you think 
the best and the most worthy of imitation in 
your own life? 

Places. 
Gibeah, Geba, Mountains of Judah. 

Suggested Models. 

Swords, shields, three spears, three bows and ar- 
rows, girdle, robe, trees. 

Suggested Lessons. 

Training, courage, faith, shrewdness, obedience to 
God, unselfishness, love, loyalty, friendship, pa- 
triotism. 

Character Sketch. 

"There is not in all literature a more beautiful 
example of devoted friendship, than that of Jonathan 
for David. Jonathan seems to have had every noble 
characteristic, and when he saw the beauty, modesty, 
patriotism, and piety manifested by the young Da- 



34 Men of the Bible. 

vid at his father's court, his soul went out to him 
with fervor. The soul of Jonathan was knit with the 
soul of David, and Jonathan loved him as his own 
soul. Heart answered to heart, perfect confidence 
reigned between them, no jealousy ever darkened the 
prospect of their friendship. With deep religious 
and patriotic desires, they helped each other in do- 
ing their duty to God and community. Each found 
in the other the affection that he found not in his 
own family. Jonathan seems to have been kind, 
gentle, and tender-hearted, and in no way lacking 
in generosity, nobleness, and personal worth. His 
attitude toward David reminds us of the sublime 
treatment which the master showed his disciples 
when He gave them the wealth of his heart and 
called them friends." — G. A. H. 



LESSON XIV. DAVID. 



Scripture, i Samuel i6 — 31; 2 Samuel. 

Story. 

David was born in Bethlehem of the tribe of Judah, 
and grew up a shepherd boy. Early in life he en- 
tered the king's army and became a great soldier. 
He also was a fine musician and served in the king's 
court. He was anointed by Samuel to become the 
king after Saul; learning of it Saul became jealous 
and made many attempts to kill David. David fled 
and for many years lived in the caves of the moun- 
tains. He was too honorable to kill Saul although 
he had opportunities to do so. At Saul's death he 
was made king over the tribe of Judah, and later 
over the remaining tribes. He captured Jerusalem 
and made it the capital of the nation. He carried on 
many wars and when he died left great treasure for 
his successor. The last part of his life was made 



1 



Men of the Bible. 



35 



sorrowful by his sins and by those of his sons. He 
appointed his successor and died an old man, being 
buried in Jerusalem. 




Daily Readings. 

ist Day. I Sam. 16:1-13; Psa. 18:32-34; i Sam. 
17: Z2-z6. 
Where did David spend his boyhood? 



36 Men of the Bible. 

What feats did he perform? 
What education did he have? 

2d Day. i Sam. i6: 14-23. 

What service was he called to render for the king? 
3d Day. I Sam. 17. 

How did he first visit the army and what happened 
before the visit was over? 

4th Day. I Sam. 18: 1-4, 10, 11; 19 — 31; 2 Sam. i. 
What friendship did David form? 
How did this friendship help him? 
Where was he obliged to live for some years? 
How did he treat his enemy? 

5th Day. 2 Sam. 2: 1-4, 5; Psa. 51. 

How was he first made king, and where? 
Where did he finally set up his kingdom? 
How did he capture the city? 
With what was he occupied for many years as 

king ? 
What great sin did he commit? 

6th Day. 2 Sam. 15 — 18; Psa. 3. 
From what rebellion did he suffer? 
How was it ended? 

7th Day. 2 Sam. 24. 

What great mistake did he make at the close of his 

career ? 
What traits of David's character do you think 

the best and the most worthy of imitation in 

your own life? 

Places. 

Bethlehem, Gibeah four miles north of Jerusalem, 
Valley of Elah in Judah, Gibeon, Mt. Gilboa, Valley 
of Jezreel, Hebron, Jerusalem, Mt. Gilead, Maha- 
naim, Moriah. 

Suggested Models. 

Sheepfold, harp, sling and five stones, two javelins, 
cave, tent, cruise, two cities, two crowns, fort, 
chariots, oak tree, altar with fagots. 



Men of the Bible. yj 



Suggested Lessons. 

Strong and brave, trained in use of sling, a skill- 
ful harpist — plays before the king; loyal to friends, 
to duty, to God; a king at thirty, devout, penitent 
over sin, forgiving — as shown in his feelings for 
Absalom. 

Character Sketch. 

"David the shepherd boy, David the warrior, David 
the outlaw, David the king, David the scholar, David 
the saint-like man after God's own heart. Such in 
brief is the life of this marvelous man. A many- 
sided character he was, touching life at many points. 
Husband, father, leader, poet, statesman, prophet, 
king; in these relations, great; in most of these 
relations, perfect. But as he was a man with a large 
insight, a man with great faith, a man with true 
impulses, a man whose passions flamed like a fur- 
nace, a man with a tender heart, who saw his wrong 
and repented in sackcloth and ashes, a man who 
could endure reproof — David, thinker, singer, ruler 
— David, a man with a character so noble as to win 
from Jonathan a frienilship which has become world 
famous. He was called a man after God's own heart, 
and yet he was not without sin. What is the lesson 
of his life to us? You may study him for many a 
year and find new answers ; at last you may accept 
the words, David the true-hearted." — G. A. H. 



LESSON XV. SOLOMON. 



Scripture, 2 Samuel 12: 24, 25; i Kings i — 11; 
Proverbs 3, 10; Ecclesiastes. 

Story. 

Solomon was a prince and received a royal educa- 
tion. He became king at an early age. He used the 
treasure his father had captured in his many wars 



38 Men of the Bible. 

and made Jerusalem a most beautiful city, which 
became famous everywhere. He also built many 
other cities, and being free from war was able to 
develop the nation as never before in its history. 
He built the first great temple in Jerusalem. Wealth 
became his greatest temptation. He left several books 
which give helpful advice to young men how to get 
the most out of life. He was famous for his wis- 
dom. He died a peaceful death and was buried in 
Jerusalem. 

Daily Readings. 

ist Day. 2 Sam. 12:24, 25; i Kings 1:5-40, 2: 12, 
3:1; Deut. 7 : 2-4, 3 : 3, 4. 
Who was Solomon's father? 
What kind of an education did he have? 
What mistakes did he make early in his reign? 

2d Day. i Kings 3 : 5-28. 

What choice did he make early in his career? 
What incident illustrated his wisdom? 

3d Day. I Kings 4 — 10. 

How did he organize his kingdom? 
What great works did he carry on? 
Did his fame become generally known? 

4th Day. I Kings 5 — 8. 
What was his greatest building? 
How did he dedicate it? 

5th Day. I Kings 9:1-9, 11; Deut. 7:1-4; Neh. 
13 : 26. 
Did God continue to guide him? 
What was his greatest mistake and what was the 
result? 

6th Day. i Kings 4 : 29-34 ; Prov. 3 — 10 ; Eccle- 
siastes. 
For what besides his building was he noted? 
What book did he write especially for boys and 

young men? 
What did he write as his final word of advice? 



Men of the Bible. 39 

7th Day. I Kings 11:41-43. 
How did he die? 
What traits of Solomon's character do you think 

the best and the most worthy of imitation in 

your own life? 
What mistakes did he make that you can avoid? 

Places. 

Jerusalem to Gihon back to Jerusalem, Egypt, 
around Jerusalem, Gibeon, Millo, Hazor, Megiddo, 
Gezer, Beth-horon, Baalath, Tadmor, Mt. Lebanon, 
Mediterranean Sea. 

Suggested Models. 

City, small bottle oil, throne, altars, tent for taber- 
nacle, sword, temple, horses, cities, camels, gold, 
spices, perfumes, ships, great altar, books or scrolls, 
tomb. 

Suggested Lessons. 

Makes a good choice — asks wisdom rather than 
long life, riches, or ho^nor ; God adds all these, his 
reign was a long and splendid one. Became dis- 
obedient and brought sin into his family and the 
nation. Late in life he wrote many wise sayings 
and perhaps repented and served God at the last. 

Character Sketch. 

"Solomon, the son of David, came to the land in a 
time of peace. He was appointed to build a house 
for the Lord. His heart was young and tender and 
responsive ; he chose wisdom rather than riches and 
honor. He increased in wealth, surrounded himself 
with luxury and found gratification in a course of 
life far different from that which marked the earlier 
stages of his career. He built up the commerce of his 
people and made the nation great among the people 
of the earth. His fame went into far countries and 
even the Queen of Sheba found that his wisdom was 
beyond that of the wise men of her realm. But 



40 Men of the Bible. 

Solomon had long since ceased to be true to himself. 
Little by little he admitted sin to his life. Little 
by little he chose the good instead of the best, and 
his character went toward evil until at last he de- 
served the name applied to him, Solomon the 
brilliant failure." — G. A. H. 



LESSON XVI. ELIJAH. 



Scripture, i Kings 17 — 19, 21; 2 Kings i, 2. 

Story. 

Elijah was one of the greatest prophets in the Old 
Testament. Little is known of his early life and only 
a few incidents in his career are recorded. He was 
preserved during a famine, challenged the priests of 
Baal to a test and put them to death, delivered va- 
rious warning messages to the king, and was finally 
taken up to heaven in a chariot of fire. 

Daily Readings. 

ist Day. I Kings 17: i; 2 Kings 1:8. 
What was Elijah's occupation? 
What kind of an education did he probably re- 
ceive ? 

2d Day. James 5:17; i Kings 17:2. 
What did he bring upon the country? 
Where did he go himself? 
What wonderful things did he do there? 

3d Day. I Kings 18; James 5:17, 18. 
•What command did he obey? 
What wonderful test did he make? 
Did he win the race he ran? 



II 



Men of the Bible. 41 

4th Day. I Kings 19. 

What did the queen think of him? 
To where did he escape? 
How did he fare there? 

5th Day. I Kings 21 ; 2 Kings i. 
Where did God send him again? 
How did he treat the king's messengers? 

6th Day. 2 Chron. 21 : 12. 

Did he have anything to do with other kings? 
7th Day. 2 Kings 2:1-11; Matt. 17:3. 
How did he die? 

What place of honor did he have in heaven? 
What traits of Elijah's character do yon think 
the best and the most worthy of imitation in 
your own life? 

Places. 

Gilead, Brook Cherith, Zarephath in Zidon, Sa- 
maria, Mt. Carmel, Jezreel, Beersheba, Mt. Sinai, 
Jerusalem, Gilgal, Bethel, Jericho, across Jordan, 
Mt. Hermon. 

Suggested Models. 

Picture of a prophet, birds, bread, barrel of flour, 
bottle of oil, altar, water around it, two chariots, 
tree, cake, bottle of water, cave, vineyard, scroll or 
letter, mantle. 

Suggested Lessons. 

Loyal and fearless, patient and trustful, powerful 
in prayer, valiant for the truth, withstands and over- 
comes the prophets of a popular but false religion. 
Discouragement, flight, value of rest, God's care, 
obedience rewarded. 

Character Sketch. 

"Elijah was the man for a crisis; a great heroic 
character who planned his life and lived it grandly 



42 Men of the Bible. 

and bravely, trusting superbly in himself, yet called 
again and again a failure in his work. He had re- 
markable simplicity of faith and singleness of aim. 
He was fearless in action, except when his spirit 
was tired and worn, then he stood and lifted up his 
voice to God, crying: 1, even I only, am left; and 
they seek my life, to take it away.' He had a stern- 
ness of spirit which led to the slaying of four hun- 
dred prophets of Baal, and which filled him with a 
determination in an age of wickedness to root out 
sin from among God's chosen people. His character 
is strange and peculiar, and as we study it more 
deeply we are not surprised that he should be the 
man to be carried from earth in a chariot of fire." — 
G. A. H. 



LESSON XVII. ELISHA. 



Scripture, i Kings 19: 19; 2 Kings 2 — 13. 

Story. 

Elisha was a farmer's son and was called from his 
plow to become Elijah's helper and successor. He 
became a prophet of great influence, performing nu- 
merous miracles and doing important service for 
the kings and for God's people. 

Daily Readings. 

ist Day. I Kings 19: 19; 2 Kings 2: 1-18. 
What was Elisha's occupation before becoming a 

prophet? 
What wonderful blessing did he receive? 

2d Day. 2 Kings 2: 19-25. 

How did he use his wonderful powers? 



Men of the Bible. 43 

3d Day. 2 Kings 3. 

How did he help the king? 
4th Day. 2 Kings 4, 5. 

Note the miracles he wrought. 
5th Day. 2 Kings 6. 

Note more of his miracles. 
6th Day. 2 Kings 8:7-15. 

What message did he give the king? 
7th Day. 2 Kings 13 : 14-20. 

What was his last message to the king? 

What traits of Elisha's character do you think 
the best and the most worthy of imitation in 
your own life? 

Places. 

Abel-meholah, Gilgal to Bethel to Jericho to Jor- 
dan, Mt. Carmel, Sam.aria, Moab, Shunem, Dothan, 
Damascus. 

Suggested Models. 

Oxen, plow, mantle, bottle with salt, two bears, 
ditches in the valley, cities, jars of oil, house, kettle, 
meal, small crackers for bread, chariot, axe, grave, 
tomb or cave. 

Suggested Lessons. 

Obedience, courage, industry, loyalty, affection, 
spiritual power, unselfishness, sympathy, a long life 
of faithful service. 

Character Sketch. 

'"'In his spirit Elisha w^as the son of his heroic 
master: It was not in vain that he had been taught 
by the man whom he called father. The stern, strong 
spirit of Elijah was manifested at every turn, but 
Elisha's native faith in God and man shows itself 
in a rich and pleasant way, and this man might well 



44 



Men of the Bible. 



have a name meaning ^My God is salvation.' In 
those rude, stern times he brought hope and com- 
fort to the people, as the dawning of the morning 
brings the healing light of day." — -G. A. H. 



LESSON XVIII. DANIEL. 



Scripture, Daniel i— 12. 

Story. 

Daniel was a prince taken captive in Judah and 
carried to Babylon. He was selected for the public 
service and was educated in the Royal University. 
He secured permission to live temperately as the 
Hebrews usually did. He was able to tell the king's 
dreams and eventually became one of the highest 
officials in the kingdom. Jealous of his power his 
enemies sought his death, but he was miraculously 
saved. We know nothing of his death. He had 
some wonderful dreams. 




Daily Readings. 
1st Day. Dan. i. 
Where was Daniel born? 
How did he get to Babylon? 
What education did he receive? 
What student habits did he maintain? 



Mex of the Bible. 45 

2d Day. Dan. 2. 

How were Daniel and the magicians saved from 
death ? 

3d Day. Dan. 3. 

What terrible experience did Daniel's friends pass 
through ? 

4th Day. Dan. 4. 

What was the second dream of the king? 
How did Daniel advise him? 

5th Day. Dan. 5. 

What did he tell King Belshazzar? 
6th Day. Dan. 6. 

How was he regarded by King Darius? 

What did his enemies succeed in having done with 

him? 
How did Daniel act through this trying ex- 
perience? 

7th Day. Dan. 7: 12; 9. 

Glance through these chapters and note what Dan- 
iel was permitted to learn of the future of his 
people and of the Kingdom of God. 

What did he do for his people? 

What traits of Daniel's character do you think 
the best and the most worthy of imitation in 
your own life? 

Place. 
Babylon. 

Suggested Models. 

Furnace of clay or wood, painted like bricks, den 
of lions. 

Suggested Lessons. 

Education, courage, temperance, trust in God; true 
to principles and duty, his wisdom and integrity 
brought honor and power; was a great statesman 
under four kings. 



46 Men of the Bible. 



Character Sketch. 

"Daniel was a leader of men. A brave Hebrew 
youth, who knew enough of himself and of the laws 
of life to live modestly and temperately, though 
surrounded by sin and vice. He had a winning way. 
Everywhere that he went he made friends, and his 
real worth was soon seen and acknowledged. He 
had great faith in God, for he believed that God was 
the ruler of man to shape him to His will. He had 
great courage, even when opposed by the rich and 
great of the mighty empire in which he lived; with 
unflinching courage he met the charges that were 
brought against him, and even the prospect of cer- 
tain death. Daniel was great because his life was 
filled with a spirit of true devotion to the highest 
and best. Daniel may be called a man of will. His 
was a life that failed not. He had learned the art 
of success. He was master of himself and obedient 
to God. He knew the secret by which the strength 
and spiritual forces of the world may be made to 
advance a man's work." — G. A. H. 



LESSON XIX. JEREMIAH. 



Scripture, Jeremiah. 

Story. 

Jeremiah was born of a priestly family and be- 
came a prophet. He lived in Jerusalem during the 
period of its final capture. His life was full of plead- 
ings and warnings to the kings, the priests, and the 
people. They treated him shamefully, and attempted 
to kill him. He was put in prison, carried off as a 
captive, and finally forced to go to Egypt, where 
he probably died. His life was full of suffering for 
his people. 



II 



Men of the Bible. 47 

Daily Readings. 

ist Day. Jer. i: 1-19; 2 Chron. 35:25; Jer. 20. 
In what land was Jeremiah born? 
To what family did he belong? 
What call came to him early in life? 
How did he feel towards King Josiah, the good 

king? 
What did Pashur, the governor, do to him? 
How did Jeremiah feel as he sat in the stocks? 

2d Day. Jer. 21. 

What did he tell the king? 
3d Day. Jer. 26 — 29. 

What message did he declare in the temple courts? 

What reception did he have from the priests? 

What message did he send to his brethren in cap- 
tivity? 

4th Day. Jer. 32. 

What did the king do to him? 
What did he buy? Why? 

5th Day. Jer. z'j'. u— 39* M- 

How did he suffer? 
6th Day. Jer. 40 — 42. 

What did Nebuzar-adan do to him? 

W^here did Jeremiah go? 

What did he do for the captains? 

7th Day. Jer. 43 — 51; i Sam. 3:1. 
Where was he taken as a captive? 
While there what did he do? 
How did he look back upon his life? 
What traits of Jeremiah's character do you think 
the best and the most worthy of imitation in 
your own life? 

Places. 

Anathoth in Benjamin, Jerusalem, at gate of the 
temple, Ramah, Egypt, Tahpanhes. 



48 Men of the Bible. 

Suggested Models. 

Scroll or book, stocks, city walls, temple, letter, 
deed, money, prison, chain, temples in Egypt, book, 
string, stone. 

Suggested Lessons. 

Good family and priestly training, call to service 
as teacher and preacher; faith, loyalty to duty, true 
patriotism, courage, unselfish service, great suffering 
for righteousness. 

Character Sketch. 

"Jeremiah, noble prophet of priestly family, a man 
whose whole spirit was bound up with the welfare 
of his people, and whose purpose was only to do 
them good. He found to his sorrow that they were 
not willing to obey Jehovah, nor to receive His 
Word at the mouth of His prophet. Jeremiah w^s 
a bold, strong, stern man, of large character, alto 
gether above petty spite, and hate or ill will. 
Though sorely burdened and misjudged, and almost 
continually ill treated by ruler and people, he bore 
steadfast testimony to the will and work of Jehovah 
in his effort to turn the people from their sins. His 
was a voice that cried to a headstrong people, but 
the moral tone of the people was too low, and in- 
stead of averting the judgment by repentance and 
sacrifice, they continued in their evil doings until the 
punishment prophesied by Jeremiah fell upon them." 
— G. A. H. 



LESSON XX. EZRA. 



Scripture, Ezra; Nehemiah 8, 9: i; 12: 27-47. 

Story. 

Ezra was a priest and scribe, highly educated. He 
grew up in Babylon during the captivity. At his own 
request, the king permitted him to return to Jerusa- 



Men of the Bi^le. 49 

lem with a company of volunteers who carried much 
valuable treasure and lent their aid to those who had 
gone before to restore the temple. He helped to re- 
form some of the evil practices of the people. He 
taught them the law and a great revival took place. 
He had a part at the dedication of the walls of the 
city. He is supposed to have gathered together 
the Old Testament writings. 

Daily Readings. 

1st Day. Ezra 7. 
Where did Ezra grow up? 
What was his education? 
What privilege did he ask of the king? 

2d Day. Ezra 8. 
Who went with him to Jerusalem? 
What did they do as soon as they reached the city? 

3d Day. Ezra 9. 

How did the condition of the people impress him? 
What did he do for them? 

4th Day. Ezra 10. 
What did he demand the people to do? 

5th Day. Neh. 8, 9:1. 
With whom was he associated thirteen years later? 
What did he do that produced a revival? 

6th Day. Neh. 12 : 27-47. 

What part did he have in the dedication of the 

city walls? 
What did he have to do with the Old Testament 

writings ? 
What traits of Ezra's character do you think 

the best and the most worthy of imitation in 

your own life? 

Places. 
Babylon, Jerusalem. 



50 Men of the Bible. 

Suggested Models. 

Letter with seal, tents, temple, scroll or book, pul- 
pit of wood, or a tower, harps, wall of city (Jerusa- 
lem). 

Suggested Lessons.' 

Patriotism, missionary spirit, faith, courage, love 
of righteousness, leadership, Bible study. 

Character Sketch. 

"Though a man of comparatively narrow outlook 
Ezra was a man of many activities. He was student, 
critic, linguist, historian, teacher, preacher, judge, 
governor, reformer in religion, and founder of a 
political community. Without brilliant genius or 
great originality he was a natural leader of men. 
Given to a rather cold, hard life, he devoted himself 
steadily to the best and truest things. He was stern 
and severe in his condemnation of sin and found 
forgiveness neither for himself nor for the people 
who walked in wickedness. He was a man of strong 
feeling, and often let his temper get the best of him. 
At times like his younger companion and friend, 
Nehemiah, he allowed his hatred of sin to flare out 
with heat, and permitted bitterness to spring up in 
his life. This belonged to the times in which he 
lived, but we cannot hold unblemished the finest 
character of any time if this character is marked by 
frequent and severe lapses from gentleness, right- 
eousness, or truth." — G. A. H. 



LESSON XXI. NEHEMIAH. 



Scripture, Nehemiah. 

Story. 

Nehemiah was a Jew in captivity in Babylon. He 
became the king's cupbearer. He was still a patriot 
and received the permission of the king to return to 



Men of the Bible. 51 

Jerusalem, and immediately began the important 
work of rebuilding the city walls. After many dis- 
couragements, and through persistent toil he ac- 
complished the great work. After returning to 
serve his king, he again returned to Jerusalem where 
he introduced several reforms. We know nothing 
about the last years of his life. 

Daily Readings. 

ist Day. Neh. 2:1; i. 

Where did Nehemiah grow up? . 
What office did he hold? 
What bad news did he hear of his people? 
How did it affect him? 

2d Day. Neh. 2, 3. 

How did he appear before the king? 

What did the king do? 

What did Nehemiah do as soon as he reached 

Jerusalem? 
How did he begin his work? 

3d Day. Neh. 4. 

How did his enemies treat him? 
What did he do about it? 

4th Day. Neh. 5. 

What reforms did he make? 

5th Day. Neh. 6. 
What more did his enemies try to do? 

6th Day. Neh. 7. 

What did he have done after the walls were re- 
built? 

7th Day. Neh. 13. 

Did he go back to his king? 

After his return again to Jerusalem what reforms 
did he make? 



52 Men of the Bible. 

What traits of Nehemiah's character do you think 
the best and the most worthy of imitation in 
your own life? 

Places. 

Shushan, Jerusalem, Samaria, Ammon, Babylon. 

Suggested Models. 

Cup, two thrones, broken down city walls and 
gates, swords, spears, horns, trumpets, temple, gates. 

Suggested Lessons. 

Love for ^country and for God and His worship, 
faith in Go'd, executive leadership — a good general ; 
obedience, perseverance. 

Character Sketch. 

"Nehemiah resembled Ezra in his fiery zeal, in his 
active spirit of enterprise, and in the piety of his life. 
His work was less religious than that of Ezra, but 
he had the rugged determination and the untiring 
energy which won success. He set himself to a spe- 
cial task, and would allow nothing to turn him from 
his work. He was a man of great physical and 
moral courage, and even in the darkest hour did not 
lose his faith in God. One great cause of this faith 
was his continuous looking to God in prayer in the 
midst of temptation or danger. At the moment of 
need he silently sent up a prayer to God for guid- 
ance and help. To him 'prayer was a vital breath.' 
He believed in the guidance of God in all the af- 
fairs of life. 

"After all, Nehemiah wrought a great work and 
put into the lives of his people many of the noblest 
and best traits. Though he was marked by the harsh- 
ness of the times, and though his life has many 
characteristics that we cannot admire, we may profit 
by all that is really worthy of our imitation — and 
that is not a little."— G. A. H. 



Men of the Bible. 



53 



LESSON XXII. 
JESUS AS A MAN. EARLY LIFE. 



Scripture, Luke 2: 1-52; Matthew 2: 13-23; Mark 
6: 3. 

Story. 
Jesus Christ was born in Bethlehem in 4 B. C. of 
very poor parents. He belonged to the tribe of 




54 Men of the Bible. 

Judah. His parents fled to Egypt while He was a 
babe to save His life. On their return they went to 
Nazareth to live. Here He grew up, surrounded 
by beautiful hills and valleys. He doubtless played 
in the fields and on the mountains, and grew up 
a healthy boy. He received the usual school train- 
ing of the village, besides a good religious train- 
ing from His parents. His father probably died 
soon after Jesus' visit to the temple in Jerusalem at 
twelve years of age, so that being the oldest son of 
a large family He became their chief support. He 
worked at his father's trade as a carpenter until 
thirty years of age. 

Daily Readings. 

ist Day. Luke 2: 1-39. 
Where was Jesus born? 
In what year was He born? 

What interesting events took place in connection 
with his birth? 

2d Day. Matt. 2 : 13-23. 
Where was He taken, and why? 

3d Day. Luke 2 : 41-52. 

Where was His boyhood spent? 

In what sort of a home did He grow up? 

What would the village life contribute to his de- 
velopment? 

What would the country life with the hills and 
mountains contribute to His development? 

What education did He probably receive? 

Where did He go when twelve years old? 

4th Day. Mark 6:3. 

What trade did He learn ? 

If his father died when He was young, as is com- 
monly believed, what responsibility would have 
been thrown upon Jesus? 

5th Day. Matt. 2. 
Read Matthew's account of Jesus' early life. 
What traits of character do you notice in the 



I 



Men of the Bible. 55 

earlier life of Jesus that you could well apply 
to your own life ? 

Places. 

Bethlehem, Egypt, Nazareth, Jerusalem. 

Suggested Models. 

Manger, star, shepherd's crook, sheep, pyramid, 
house, temple, tools. 

Suggested Lessons. 

Humble birth and home life, obedience to parents, 
a healthy, manly boyhood ; a Bible student, devout, 
reverent, wise, in the temple at twelve ; works as a 
carpenter — perhaps supports his mother after Jo- 
seph's death. 



LESSON XXIII. 
JESUS AS A MAN. (Continued.) 



Preparation for and Ministry of Three 
Years. 

Story. 

Jesus was especially prepared for His ministry 
by two great events. His baptism and His tempta- 
tion. He immediately began his public career. The 
years of His ministry are reckoned from the yearly 
Passovers. His first work was to find some young 
men to become His friends and helpers. They were 
to gain their training by association with Him. He 
cleansed the temple in Jerusalem, and spent eight 



56 Men of the Bible. 

months in Judaea, then the remainder of the year 
in Galilee. After the second Passover He returned 
to Galilee, where He spent the whole year. At the 
beginning of this year He formally called His twelve 
disciples to leave their business and follow Him 
and then preached the great Sermon on the Mount. 
He visited Jerusalem again at the Passover time, 
but soon returned to Galilee, where He continued 
this work for about six months, then went to Judaea, 
and spent the last months in Peraea. The last year 
was marked by the open hostility of the Pharisees 
who had determined upon His death. As the last 
Passover approached He told His disciples of the 
danger ahead and deliberately went up to Jerusalem, 
where He was arrested, tried, crucified and buried. 
After His resurrection He appeared to His disci- 
ples and others during forty days, and finally as- 
cended in the clouds to glory. 

His ministry was full of teaching, miracle working, 
and preaching, but largely the giving of personal 
help to the poor and needy. 

Daily Readings. 

1st Day. Matt. 3: 13-17, 4: i-ii. 
What two experiences prepared Jesus for His min- 
istry? 

2d Day. John 2: 1-12, 4:3-43. 
What was His first miracle? 

After spending six months in Judaea, where did 
He go, and what happened on the way? 

3d Day. Matt. 5 : 1-8. 

At the beginning of His second year's ministry 
what great address did He make? 

4th Day. Luke 7:11-17; Mark 6:32-45, 7:24-31; 
Luke 9 : 18-45. 
Among the many miracles He wrought notice two 

during the second year of His ministry. 
What did they show as to Jesus' character? 
Where did He withdraw for safety and rest? 



Men of the Bible. 



57 



What interesting incident happened and what did 
it illustrate as to Jesus' character? 

What blessed experience did Jesus have? 
5th Day. John 7:1-52; Luke 10:38-42; John 11: 
1-57. 

In the last year of His ministry what feast did He 
attend, and where? 

Was it an easy or safe thing for Him to do? 

Where did He have friends and what did He do 
for them? 

6th Day. Luke 11— 18. 

Glance through these chapters and notice what He 
did and said during the last months of His life 
on earth? 

7th Day. Mark 14 — 16. 

What were the trials and sufferings of His death ? 

What qualities of character were illustrated in 
His death? 

What traits of character in Jesus' later life espe- 
cially appeal to you and which you could and 
ought to imitate? 

Places. 

Jordan, Wilderness of Judaea, Cana, Sychar, Horns 
of Hattin, Nain, Bethsaida, Tyre and Sidon, Mt. 
Hermon, Jerusalem, Bethany, Persea. 

Suggested Models. 

Dove, stone, bread, seven water jars, well with 
bucket, stretcher, two fishes, five crackers, crumbs, 
temple, house, tomb, cross. 

Suggested Lessons. 

Obedient to God's call, overcomes temptation, gives 
His life in loving and unselfish service for others, 
works when weary, a great and wise teacher ; loyal, 
true, sympathetic, devout, trustful, a friend to the 
common people; forgiving, praying for his enemies, 
suffering and dying for the world of sinners. 



58 Men of the Bible. 

Character Sketch. 

"There is no more helpful way to think of Jesus 
than as a friend. He met in the finest and truest 
way some of the very highest demands of friendship. 
He was tender amid all the mistakes and blindness 
of his friends. He was considerate, gentle, and 
thoughtful. To forgive one's enemies is a hard 
thing to do, but many do it. Jesus did a harder 
thing, He forgave His friends. Even w^hen Peter 
betrayed Him, He looked upon him with the eye of 
a friend, and with a deep and tender reproof won the 
erring disciple again to Himself. 

"Jesus was true. No one ever counted upon Him 
to be deceived. No one ever came to Him to be de- 
nied. No one ever believed in Him to be disap- 
pointed. 

''He was zvise. How often our friends mean well, 
but do us harm because they do not know. The things 
that Jesus sought for His friends, the things that He 
bestowed upon them were always the things that 
were for their greatest good. He did that which 
was best, and taught that which was highest. He 
called out in their lives those things which made 
them great beyond themselves. The little handful 
of men who fled at His arrest and crucifixion after- 
ward so entered into His spirit that they became 
great in heart and life, and carried into the world 
the spirit of a new faith which transformed the 
heart of man and the face of nations. Not he that 
nameth the name, but he that doeth the will." 
— G. A. H. 



LESSON XXIV. PAUL. 



Scripture, Acts 9 — 28. 
Story. 

Paul was a Jew, born in the busy commercial 
city of Tarsus. Like all Jewish boys he learned a 
trade and his was tent making. He received a fine 



Men of the Bible. 59 

education, being sent to Jerusalem to complete his 
studies. There he sat at the feet of the greatest 
scholars, became a Pharisee, finally won for himself 
a place as a leader in the persecution against the 
Christians. On his way to Damascus to arrest Chris- 
tians he was converted. After three years of retire- 
ment, probably spent in further study, he did some 
preaching near his old home. He was then called 
into definite service at Antioch, with Barnabas. 
From there he went out to become the great mis- 
sionary, making a tour through Asia Minor, then 
another through the same territory, going on into 
Europe, visiting Greece. His third trip went over 
much the same territory, but he spent two years at 
Ephesus. On a visit to Jerusalem he was arrested, 
kept in captivity in Csesarea for two years, until sent 
to Rome. He sailed in a ship which was wrecked. 
He spent two years as a prisoner in Rome. He was 
probably released, but we have no definite knowledge 
as to the places or countries visited. He was again 
put in prison in Rome, where he was beheaded. 




6o Men of the Bible. 



Daily Readings. 

1st Day. Acts 22:3, 25-29, 18:3, 7:58, 8:1, 22:4, 
26: 9; I Tim. 1 : 13. 
Where was Paul born? 
Where did he receive his education? 
What trade did he learn? 

What did he think of the church before his con- 
version? 

2d Day. Acts 9, 11 : 22-26. 

Where and how was he converted? 

Who called him to help in the church, and where? 

3d Day. Acts 13, 14. 

Note the places visited and experiences on his first 

missionary journey. 
What qualities were demanded of him in this 

work ? 

4th Day. Acts 15 — 18:22. 

How did he act at the church council ? 
Note the places visited and experiences on his 
second missionary journey. 

5th Day. Acts 18: 23 — 21 : 18, 21 : 19 — 23. 

Note the places visited and experiences on his 

third missionary journey. 
How was he treated on his last visit to Jerusalem? 
Where was he taken ? 

6th Day. Acts 24 — 26. 

What unusual privileges came to him during his 
trial and imprisonment? 

7th Day. Acts 27, 28; Phil. 1:6; 2 Cor. 11:23-33; 
2 Tim. 4:7, 8. 
Note his experiences on the way to Rome? 
What did he do in Rome? 

As he reviews his life what qualities were devel- 
oped through his many wonderful experi- 
ences? 
What qualities in Paul's character do you think 



Men of the Bible. 6i 

the best and the most worthy of imitation in 
your own life? 

Places. 

Tarsus, Jerusalem, Damascus, Antioch, Cyprus, 
Perga, Antioch in Pisidia, Iconium, Lystra, Derbe, 
Lycaonia, Syria, Cilicia, Phrygia, Galatia, Mysia, 
Troas, Philippi, Thessalonica, Berea, Athens, Ephe- 
sus, Ciesarea, Macedonia, Greece, Corinth, Mitylene, 
Miletus, Tyre, Melita, Puteoli, Rome. 

Suggested Models. 

Two scrolls for the law, prisons, stones, house, 
city walls, rope and basket, churches, stocks, tem- 
ple, photograph of Athens, tents, two ships, castle, 
stairs on a house, spears, horses. 

Suggested Lessons. 

Intellectual strength and training, zeal, courage, 
prompt obedience to calls of duty; love and loyalty 
for friends, cheer and" hope under trials, perfect 
trust in God; masterful industry — works at a trade, 
travels, teaches, writes ; the true missionary spirit — 
braves every peril for the gospel and dies a martyr. 

Character Sketch. 

"The life of Paul affords a striking example of a 
man who entered on a great and worthy enterprise 
and spared nothing in its accomplishment. What 
Paul did is so great that we have little time to 
think of what Paul said or of what he was. He was 
a profound thinker ; he was a man of action ; a trav- 
eler who went far and never wearied. A man with 
a soul so earnest that he seemed never to fail ; a 
man with a courage so sublime as to be always un- 
daunted ; a man who was steadfast, unmovable and 
always abounding in his Master's work. Paul the 
humble, Paul the patient, Paul the industrious, Paul 
the courageous, Paul the faithful, Paul the steadfast, 



62 Men of the Bible. 

Paul the earnest, Paul the friend, Paul the laborer, 
Paul the soldier, Paul the aged who fought a good 
fight, finished his course, and won a crown of right- 
eousness, laid up on the right hand of his Master 
for him and for all who should be likewise tri- 
umphant over sin. Paul's own motto was, Tor me 
to live is Christ, and to die is gain.' " — G. A. H. 



LESSON XXV. REVIEW. 



For a review and examination the following 
methods are suggested: — 

(i) Have each boy prepared to tell the chief 
events in the lives of all the men studied, or, 

(2) Have each boy prepared to review the life 
of one man. 

(3) Let the teacher name a place and let the boys 
tell what occurred there. 

(4) Let the teacher name characteristics of the 
men and from these let the boys give the name. 

(5) Let the boys give the modern conditions or 
relations of the places studied. 

Have the boys locate the places on the wall map. 
On the blackboard put down the principal character- 
istics given by the boys as in the cut below. 

After the lives of all the men have been reviewed 
many characteristics will have been suggested. 
Place the accompanying diagram on the board and 
draw the forceful lesson that all these men were 
great in that they received their power from faith 
in the coming Christ. Christ is the source and em- 
bodiment of power. 



Men of the Bible. 



63 



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INTERNATIONAL EXAMINATIONS. 



The International Committee conducts examina- 
tions each year in many of its Bible courses and this 
course is now included in the list. These examina- 
tions are most valuable in that they place a premium 
upon the quality of instruction and furnish a good 
test of results. Those who teach the course will do 
well to have their students try the examinations 
which occur about the first week in April of each 
year. 

SAMPLE EXAMINATION. 
Answer any ten questions. 

1. Draw an outline map of Palestine and mark the 

principal mountains, seas, rivers, and cities. 

2. Name some of the great Bible heroes in the or- 

der they lived. 

3. (a) What were some of the important facts in 

the life of Noah? 
(b) What were the characteristics of Noah? 

4. (a) What were the important facts in the life 

of Abraham? 
(b) What were the characteristics of Abraham? 

5. (a) What were the important facts in the life 

of Joseph? 
(b) What were the characteristics of Joseph? 

6. (a) What were the important facts in the life 

of Moses? 
(b) What were the characteristics of Moses? 

7. (a) What were the important facts in the life 

of David? 
(b) What were the characteristics of David? 



International Examinations 65 

8. (a) What were the important facts in the life 

of Daniel? 
(b) What were the characteristics of Daniel? 

9. (a) What were the important facts in the life 

of Jesus? 
(b) What were the characteristics of Jesus? 

10. (a) What were the important facts in the life 

of Paul? 

(b) What were the characteristics of Paul? 

11. (a) What men were noted for courage? 
(b) What men were noted for faith? 

12. What men were noted for their loyalty to God 

and the performance of their duty? 

13. What men suffered as martyrs? 

14. Name the men who crossed the Jordan or stood 

at its (banks) waters, and suggest any inci- 
dent that happened to them there. 

15. What are the chief or the best characteristics of 

the Bible heroes such as should be imitated 
to-day? 



NOV 27 1903 



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